Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Evelyn Walters, Temple University; Laura Riggio, Temple University; Cory Budischak, Temple University

Tagged Topics

FYEE 2025

the Scholarship of Teaching and Learning, vol. 22, no. 2, Jun. 2022, doi: 10.14434/josotl.v22i2.31308.[5] L. B. Nilson, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, 1st ed. Stylus Publishing, LLC, 2014.[6] E. L. Hackerson et al., “Alternative grading practices in undergraduate STEM education: a scoping review,” Dec. 01, 2024, Springer. doi: 10.1186/s43031-024-00106-8.[7] P. Dillenbourg, Collaborative learning: Cognitive and computational approaches. Elsevier Science, 1999.[8] M. Menekse and M. T. H. Chi, “The role of collaborative interactions versus individual construction on students’ learning of engineering concepts,” European Journal of Engineering Education

Conference Session

WORKSHOP I: First-Year Engineering Forums: Planning & Organizing Idea-Sharing Sessions with Program Stakeholders to Increase Collaboration and Mutually Beneficial Relationships

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49821Workshop: First-Year Engineering Forums: Planning & Organizing Idea-SharingSessions with Program Stakeholders to Increase Collaboration and MutuallyBeneficial RelationshipsDr. Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and student motivation. Cassie got her PhD in Engineering

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Ronnie L Brown, University of the District of Columbia Community College

Tagged Topics

FYEE 2025

processes.Harvard University Press.[4] Godwin, A. (2016). The Development of Engineering Identity in Undergraduate Students.Journal of Engineering Education, 105(2), 218–242.[5] Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, andachievement. Journal of Personality and Social Psychology, 92(1), 82–96.[6] Good, C., Rattan, A., & Dweck, C. S. (2012). Why Do Women Opt Out? Sense of Belongingand Women's Representation in Mathematics. Journal of Personality and Social Psychology,102(4), 700–717.

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Lizzie Santiago, West Virginia University; Susie Huggins, West Virginia University; Akua B. Oppong-Anane, West Virginia University; WenJuan Mo, West Virginia University

Tagged Topics

FYEE 2025

of the Technological Revolution. She is particularly interested in Appalachian kindergarten teachers’ perceptions of STEM.Dr. Akua B. Oppong-Anane, West Virginia University Akua Oppong-Anane is a Teaching Assistant Professor in the Fundamentals of Engineering Program at West Virginia University. She has a Bachelor’s degree in Chemical Engineering, a Master’s degree in Chemistry and a Ph.D. in Environmental Engineering Sciences. Her research areas are in engineering education, retention and persistence of first-year engineering students, mentoring, advising and environmental engineering.WenJuan Mo, West Virginia University FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

Conference Session

WORKSHOP I: Integrating Service Learning into First-Year Engineering Courses: A Hands-On Workshop

Collection

FYEE 2025 Conference

Authors

Kathryn Schulte Grahame, Northeastern University; Brian Patrick O'Connell, Northeastern University; Anne Shea, Northeastern University; Kennedy Gallagher, Northeastern University

Tagged Topics

FYEE 2025

-learning-community[9]​ P. Corey Kiassat and M. Ben-Avie, “Work in Progress: Engineering First-Year Academy to Help Underprepared Students,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: May 15, 2025. [Online]. Available: https://peer.asee.org/work-in-progress-engineering-first-year-academy-to-help-underprepared- students[10]​A. L. Gillen, J. R. Grohs, H. M. Matusovich, and G. R. Kirk, “A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education,” J. Eng. Educ., vol. 110, no. 3, pp. 545–571, 2021, doi: 10.1002/jee.20403.[11]​B. Graven, P. A. Ralston, and T. Tretter, “First-year

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Catherine Marie Hamel, University of Maryland, College Park

Tagged Topics

FYEE 2025

-playing exercise empowers faculty, teaching assistants, and students tocreate healthier, more resilient team environments in first-and-second-year engineering courses.This document(https://docs.google.com/document/d/1myqqtZxr72AasRPjhV9o2t0_VJlnc1Jn12Zf5w0Tvp4/edit?tab=t.0) summarizes how to facilitate the role-play activity, provides descriptions of thescenarios, and lays out printable ‘roles’ for groups of four participants. The document alsoprovides a link to a set of facilitation slides.References[1] Henderson, T. “Understanding Access to Learning Opportunities in Collaborative Projects:Gendered Social Hierarchies in Student Teams.” Studies in Engineering Education, Volume: 4Issue: 1, Page/Article: 90–114, 2023. https://seejournal.org

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ashley Joyce Mont, Rutgers, The State University of New Jersey; Katie Barillas, Rutgers, The State University of New Jersey

Tagged Topics

FYEE 2025

University of Pittsburgh. Dr. Barillas’s focus is on first-year engineering education, student engagement, interdisciplinary learning, and inclusive pedagogy. As Program Director for ID3EA, she has led curriculum development initiatives that integrate hands-on design, teamwork, and real-world problem-solving into the foundational course sequence. Her teaching emphasizes active learning, student-centered instruction, and the development of professional skills such as technical communication, collaboration, and ethical decision-making. Her research interests include interdisciplinary education, curriculum innovation, and the retention and success of underrepresented students in engineering. FYEE 2025

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

, team-based projects in engineering education has creatednew challenges for instructors to evaluate and support student engagement. In first-year designcourses, students are expected not only to learn fundamental technical skills, but also to applythem collaboratively in open-ended problem-solving environments. While traditional assessmenttools such as milestone deliverables and final grades offer summative insights into performance,they often fail to identify disengaged or struggling teams until it is too late for effectiveintervention. To address this gap, educators have begun exploring the use of real-time behavioralindicators, such as system usage logs or testing patterns, to inform more responsive teachingstrategies and foster student

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

Tagged Topics

FYEE 2025

. Budny, C. Paul, and B. B. Newborg, “Impact of Peer Mentoring on Freshmen Engineering Students,” Journal of STEM Education: Innovations and Research, vol. 11, no. 5, Oct. 2010, [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/1471[9] J. Malm, L. Bryngfors, and L.-L. Mörner, “The potential of Supplemental Instruction in engineering education – helping new students to adjust to and succeed in University studies,” European Journal of Engineering Education, vol. 40, no. 4, pp. 347–365, Jul. 2015, doi: 10.1080/03043797.2014.967179.[10] H. Malladi, A. Trauth, J. Enszer, M. G. Headley, and J. Buckley, “Transforming a Large Lecture FYE Course Structure into Virtual Collaborative Learning

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49796Full Paper: A Framework for Engineering Problem Scoping Leading to MindfulEngineering Problem SolvingCassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and student motivation. Cassie got her PhD in Engineering Education from Ohio State University and her MS and BS in Biomedical

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Alice Hyunna Noble, Virginia Polytechnic Institute and State University; Devin Erb, Virginia Polytechnic Institute and State University; Annabel Bass, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49783Full paper: Aligning First-Year Engineering Goals with Major SelectionMr. James Nathaniel Newcomer, Virginia Polytechnic Institute and State University Former mechatronics engineer and STEM educator who now works with first-year engineering students to help them establish academic trajectories to develop and meet their career goals.Dr. David Gray, Virginia Polytechnic Institute and State University David Gray serves as an Assistant Professor in the Department of Engineering Education at Virginia Tech. His teaching and research interests focus on interdisciplinary experiential learning, as well as the

Conference Session

WORKSHOP I: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)

Collection

FYEE 2025 Conference

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Topics

FYEE 2025

about integrating ethics andengineering inside of technical engineering courses, or engineering education doctoral students.This high-energy workshop will be similar: after a brief orientation to a framework/method thatwe have developed at the Clark School of Engineering at the University of Maryland CollegePark (STS Postures) [1] [2], smaller groups will leave the classroom to conduct an abridgedversion of activities we have run in an engineering ethics course. Once back in together, we willdebrief to highlight how the STS Postures framework showed up in those activities. Finally,participants will use the framework to design activities for their programs based on their ownlearning outcomes.Our work has emerged from over a decade working with

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ashley Joyce Mont, Rutgers, The State University of New Jersey; Philip Reid Brown, Rutgers, The State University of New Jersey; Katie Barillas, Rutgers, The State University of New Jersey

Tagged Topics

FYEE 2025

course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D modeling, and collaborative problem solving. Her teaching is grounded in active learning strategies, with a focus on fostering student engagement, professional development, and a strong sense of community within engineering.Dr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

-school time programs, she believes that they complement any teaching style thereby reaching all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Laura Ann Gelles, The University of Tennessee, Knoxville; Laura Knight, The University of Tennessee, Knoxville; Darren K Maczka, The University of Tennessee, Knoxville

Tagged Topics

FYEE 2025

, effective methods of actively involving learners are both integral parts of her efforts and success.Dr. Darren K Maczka, The University of Tennessee, Knoxville Darren Maczka is a Lecturer and Research Assistant Professor in the Engineering Fundamentals program at the University of Tennessee, Knoxville. He earned his PhD in Engineering Education from Virginia Tech. His teaching and research interests include broadening participation in engineering, computational literacy, and identity development. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27GIFTS: Time Management as a Tool in a Stress Toolkit for First-YearEngineering StudentsIntroductionTime and stress management are skills that are

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Mirna Mattjik, Colorado School of Mines; Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Topics

FYEE 2025

education.Dr. Michelle Marincel Payne, Rose-Hulman Institute of Technology Dr. Michelle Marincel Payne is an Associate Professor in the Civil and Environmental Engineering at Rose-Hulman Institute of Technology. She earned her Ph.D. in Environmental Engineering from the University of Illinois at Urbana-Champaign, her M.S. in Environmental Engineering from Missouri University of Science and Technology, and her B.S. in Nuclear Engineering from the University of Missouri-Rolla (same school, different name). At Rose-Hulman, Michelle is co-leading a project to infuse an entrepreneurial-mindset in undergraduate students’ learning, and a project to improve teaming by teaching psychological safety in engineering education curricula

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

David Kriesberg, University of Maryland College Park; Evan Hutzell, University of Maryland College Park; Richard Blanton, University of Maryland College Park

Tagged Topics

FYEE 2025

Paper ID #49828WIP: Building Supportive Campus Communities Through the MakerSpaceInitiativeMr. David Kriesberg, University of Maryland College Park David Kriesberg is a Mechanical Engineer and educator with a Master’s degree in Mechanical Engineering from the University of Maryland. He currently serves as the Instructional Fabrication Lab Manager for Terrapin Works at UMD, where he oversees hands-on engineering education and supports student innovation through advanced fabrication resources. In addition to his managerial role, David teaches ENES100: Introduction to Engineering Design and ENME272: Introduction to Computer-Aided

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University

Tagged Topics

FYEE 2025

, and societalimpact [3, 4].Relevant theoretical perspectives further inform this study. Engineering education researchunderscores that early exposure to disciplinary pathways, clear connections to real-worldapplications, and alignment with developing interests are essential for persistence and motivation[1–3]. Lichtenstein et al. [2] observed that students’ decisions are shaped by the perceived fitbetween their values and engineering work, while Jamieson and Lohmann [3] argue thatfostering a culture of relevance strengthens engagement. Felder and Brent [1] highlight theimportance of recognizing diverse learning styles and adopting inclusive instructional practicesin foundational courses. In parallel, student development theory emphasizes the

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion

Tagged Topics

Diversity, FYEE 2025

major with a focus on STEM majors. NACADA Journal, 2010. 30(2): p. 19-34[5] Jeffers, A.T., A.G. Safferman, and S.I. Safferman, Understanding K-12 engineering outreach programs.[6] Boynton, M. and F. Hossain, Improving engineering education outreach in rural counties through engineering risk analysis. Journal of Professional Issues in Engineering Education and Practice, 2010. 136(4): p. 224- 232.[7] Tewolde, G. and Kwon, J., “Robots and Smartphones for Attracting Students to Engineering Education,” Proceedings of 2014 Zone 1 Conference of the American Society for Engineering Education, ASEE 20014.[8] Bates, D. “An investigation of the impact an rov competition curriculum has on student interest in STEM

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

a missed opportunity for earlyengagement. In response, we developed an Engineering Photo Scavenger Hunt designed to fosterstudent participation, build community, and introduce essential academic resources. This paperpresents the design and implementation of the scavenger hunt, shares informal observations onits impact, and provides practical insights for adapting the activity to other educational contexts.Scavenger hunts are widely used in engineering education to promote collaborative activelearning by encouraging students to explore, collaborate, and engage meaningfully with theirenvironment. They have been implemented as orientation tools in introductory courses [1], [2],[3], for skills development [4], [5], [6], and to connect course

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

Tagged Topics

Diversity, FYEE 2025

research should examine long-term outcomes and explorediverse institutional contexts to further validate and expand these insights.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2019, Washington, DC, 2020.[2] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2023, Washington, DC, 2024.[3] A. Tuladhar, C. Queener, J. L. Mondisa, and C. Okwudire, “Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates,” Int. J. Mentoring Coaching Educ., vol. 10, no. 3, pp. 317-338, 2021.[4] Astin, A. W. (1993). What matters in college (Vol. 9

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Latisha Puckett, University of Arkansas; Gretchen Scroggin, University of Arkansas

Tagged Topics

FYEE 2025

competition. The opportunity to learn new skills and exercise autonomy in a well-structured environment was also highly valued. And, the most common dislikes centered aroundgroup-related challenges, the disconnect between project components, time and workload issues,technical frustrations with robotics, lack of clarity or guidance, repetitive assignments, and adesire for more meaningful or engaging work. These themes suggest opportunities for improvingproject integration, communication, time management, and student autonomy in future iterations.ConclusionThe project effectively fostered key skills essential to engineering education, includingteamwork, communication, critical thinking, and reflection. By challenging students to identifyand address an

Conference Session

WORKSHOP IV: Play as Prep Workshop: Time & Resource-Efficient Strategies for Developing Effective Undergraduate TAs of First Year Students

Collection

FYEE 2025 Conference

Authors

Christine Alexander, University of Maryland, College Park

Tagged Topics

FYEE 2025

engineering students in the educational process.” Proceedings of American Society for Engineering Education, 2008.[9]​ Chapín, H. G., Wiggins, B. L., and Martin-Morris, L.E. “Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants.” J. of Coll. Sci. Teaching, vol. 44, no. 2, pp. 90-99, 2014. https://www.jstor.org/stable/43631962[10]​ Washer, P. “Designing a system for observation of teaching.” Quality Assurance in Teaching, vol. 14, no. 3, pp. 243-250, 2006. DOI 10.1108/09684880610678559[11]​ McDermott, P. and Simpson, L. Forward in Applied Improvisation: Leading, Collaborating, and Creating Beyond the Theatre. Eds. Dudeck, T. R. &

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

. Teach. Educ., vol. 114, p. 103717, Jun. 2022, doi: 10.1016/j.tate.2022.103717.[2] J. Shaffer and A. Ringsby, “Student Advice for Success in High Structure Science and Engineering Courses,” J. Coll. Sci. Teach., vol. 53, no. 2, pp. 162–169, Mar. 2024, doi: 10.1080/0047231X.2024.2316380.[3] L. S. McClure, T. S. Combrink, C. E. Foor, S. E. Walden, and D. A. Trytten, “I wish someone would’ve told me: Undergraduate engineering students offer advice to incoming students,” in Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, 2006. Accessed: May 12, 2025. [Online]. Available: https://www.researchgate.net/profile/Susan- Walden/publication

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Emily Wang, University of Virginia; William Harry Keenan, University of Virginia

Tagged Topics

FYEE 2025

engineering courses, information about trends orcommonalities amongst these courses is not readily available. Improved understanding ofintroductory engineering courses benefits many stakeholders: upper-level engineering instructorsseeking to understand students' prior knowledge and abilities, transfer students needing clarityabout how their credits transfer, engineering departments aimed at recruiting new students andmaintaining accreditation, researchers studying engineering education, and first-year engineeringinstructors strengthening and improving their courses.BackgroundAn introductory engineering course has positive and lasting impacts on students’ attitudes andskills. For example, Sperling et al. found that students had significant gains in